Method and apparatus for educating and influencing an individual

ABSTRACT

A method and apparatus for influencing a person to develop, accept and/or understand a concept, position or idea using questioning, including a technique sometimes known as the Socratic Method. A universe of question and answer subsets comprising questions and respective multiple choice answers to each question designed in advance, arranged and inter-connected on a stand-alone computer, a computer on a local area network or computer network, or any computer network and displayed in such a way as to allow the participant to follow the individual&#39;s own path by selecting answers he accepts, which tend to logically lead the individual toward agreement and or understanding on the subject.

FIELD OF THE INVENTION

The present invention relates to a method for education, teaching ofconcepts and values, sales and persuasion, sales and teacher training,and apparatuses therefor.

BACKGROUND

Teachers, salespeople, counselors and hostage negotiators often usequestions to lead participants (e.g., students, visitors, prospects,customers, patients, etc.) to reason for themselves and reach a logicalconclusion desired by the interrogator through use of the SocraticMethod. The advent of computers and the world wide computer networkcommonly referred to as the “Internet” has caused a rapid increase incontacts where a self-directed participant initiates contact with andexplores a website. (Applicant at times refers to a “website” as a“site” herein.) However, the use of questions or prompts based on priorresponses in a series leading to a particular desired conclusion has notbeen automated to utilize these innovations.

Currently a site or software at a site may be designed for a “targetparticipant” and be capable of handling common questions, objections,concerns, or misconceptions in a broadcast manner, with at most, anoffer of “more information.” A “target participant” is a personexhibiting a predetermined set of characteristics i.e., characteristicspreferred by the operator or owner of the site. A site may beconstructed without the site's designer knowing whether commonparameters apply to a particular visitor. Unlike an inter-personalcontact between, for example, a student and a teacher, which isinteractive, customized and variable, sites have not been designed toattempt to lead any particular individual participant regardless of whothey are to a desired conclusion by using a participant's own responsesto a series of prompts.

Presently many designers of software programs for sites obtain datathrough surveys to determine what presentations are preferable for“target participants,” and what are the potential objections, attitudes,preferences and values of participants. Present day designers of sitesuse this information to create materials to display at websites. Theviewing of such displays at sites by individuals is similar to a TVcommercial broadcast, that is, the material presented is created withthe aid of market research to be appealing to the expected generalviewer. TV commercial broadcast and present day websites do notcustomize the message for each individual TV viewer or web site pagevisitor in a persistent interactive way.

Some present day websites or software programs permit the websitevisitor to provide additional information so that a determination may bemade as to what other material or information to display to the sitevisitor. For example, a site that is directed to movies and theater mayhave the capacity to receive Zip Code information from the viewer. Theviewer may then enter a Zip Code and the display will change to list thetheaters within the Zip Code area along with the movies being shown ateach theater and the show times. However, present day websites sufferfrom the limitation that they do not reason with the individual sitevisitor and they do not utilize the knowledge, prejudices and personalcharacteristics of a particular site visitor in order to change the mindof the visitor. Some present day websites may display questions andrequest responses to test the understanding of the participant beforethe participant is taken to the next step, or next web page, (i.e. nextdisplay). However, such websites though they may provide test results(i.e., visitor response data to the operator of the website) and mayeven require a certain response before displaying the next web page,they do not attempt to persuade, reason or lead the visitor to aconclusion in a persistent “interactive” fashion. Such websites merelyelicit present opinion, knowledge or other types of information from thesite visitor, or offer opinion, knowledge or other types of informationto the site visitor. Sites that are more than a survey (i.e., more thanmere data gathering sites) still do not attempt in a step-by-steplogical manner, to lead the visitor to change his mind, make a decisionor learn by repeated questioning to determine whether the participantreads, understands or is satisfied with the information alreadypresented, providing additional persuasive material, and testing whetherhe has been led to reevaluate his position or change his mind on aparticular topic or issue. (As used herein, masculine pronouns includethe feminine and vice versa.)

There is thus a need for interactive websites and the like which arecapable of using logic and reason to guide a visitor from an initialposition or opinion to a position or opinion desired by the sitedesigner in a logical and rational manner and, potentially, to elicitsome action by the visitor which is desired by the site designer oroperator. Additionally, there is a need for interactive websites and thelike which are capable of using logic and reason to reinforce a positionor opinion of a visitor that concurs with the position or opiniondesired by the website designer or operator through a logical, rationalprocess, and potentially to elicit some desired action by the visitor.

SUMMARY OF THE INVENTION

The invention may be utilized in but is not limited to areas of sales,general education, politics, mental health, marital and familycounseling, conflict resolution, religion, morality, and any otheractivity where the participant's reasoning can be logically guided bythe designer's questions toward alignment with the designer's preferredconclusion.

The invention may be implemented on an array of electronic devices,including, but not limited to the Internet, a local area network, anindividual computer, cell phone, interactive television or any otherdevice where questions and answers can be programmed in advance,communicated to a participant and a response by the participant can callup the next related question. Every reference to “question,” “questions”and “question(s)” herein is intended to include prompts of any kind, andevery reference to “answer,” “answers” and “answers(s)” means a responseor potential response to the prompt or question.

As will be appreciated, the invention may be practiced in various modes.By way of example, and not by way of limitation, the designer of awebsite (or the like) may start by determining the goal. For example, agoal may be changing an individual's opinion from “in favor of a higherminimum wage” to “against a higher minimum wage,” or changing a person'sopinion of a product, service or other matter from negative to positive,or guiding a student to figure out how to do math in binary, or anyother goal that may be arrived at in a logical manner. The designer thendetermines what steps are necessary or advisable to lead participants toalign with the predetermined goal.

The designer prepares “key” questions, one or more answers to whichindicates progress toward the goal. The “key” questions are similar tomajor intersections on a logic diagram, or map. The intersections on thelogic diagram or map represent primary nodes in the logical structure ofthe diagram or map which also includes the alternate paths that may betaken when a participant does not choose the direct route to thedesigner's goal or does not choose the answer most in alignment with thedesigner's goal. Although it may assist in accomplishing the designprocess, it is not required that the logic diagram or structure actuallybe drawn or written, especially as the logic diagram is not limited totwo-dimensions. The logic structure may be N-dimensional, where N=2, 3,4 . . . . The logic structure remains invisible to the participant whoexperiences each question and multiple-choice answer subset as if takinga survey. In reality, each question actually puts him at a crossroadswith a choice of directions to take. If he could see the map, he wouldrealize that all the answers represent steps on the way to the samedestination, but that there are alternate routes which are onlysometimes overlapping and of various lengths.

Between any two primary nodes in the logic structure there may be one ormore secondary nodes. The secondary nodes are thus transition positionsbetween the primary nodes and are representative of logical stepsbetween the primary nodes. Between any two secondary nodes in the logicstructure, there may be one or more tertiary or third level nodes, whichare transition positions or logical steps between the secondary nodes.This logic structure may be repeated at lower logic levels, e.g.,between fourth, fifth, . . . , etc. level nodes. As will be appreciated,the logic structure may be highly complex.

A participant answers a series of questions from a predetermineduniverse of question and answer subsets, as if taking a survey. Theparticipant is presented with one question at a time along with a subsetof answers. The participant selects an answer to the question, withwhich he agrees, from the list of predetermined answer choices. Eachanswer he selects causes him to be presented with another predeterminedquestion and answer subset from the universe of question and answersubsets. Unlike a survey, the participant may feel as if an interestedlistener is interviewing him, because the question presented to himtends to follow or be related to his previous answer.

The universe of question and answer subsets optimally comprisesqualifying question and answer subsets, leading question and answersubsets and closing question and answer subsets. The universe ofquestion and answer subsets is described in detail herein.

Participants may participate either electronically, or person-to-person.In a preferred embodiment, a computer system is utilized with thequestion and answer subsets being capable of being projected on adisplay. Each answer chosen by the participant may be linked to apredetermined question and related answers i.e., the question andanswers displayed are responsive to the answer chosen by the participantto the previous question, and follows logically toward the predeterminedgoal of the designer. The designer's goal may be a particular answer(s)to a particular question or series of questions (hereinafter the “TargetAnswer”).

BRIEF DESCRIPTION OF THE DRAWINGS

The following drawings are for illustrative purposes and are schematicin nature.

FIG. 1 is a diagram showing the interrelationship of various questionand answer subsets of a preferred embodiment of the invention;

FIG. 2 is a diagram of an apparatus implementing a preferred embodimentof the invention;

FIG. 3 is a diagram illustrating the relationship of a question and itsassociated multiple choice answers in a preferred embodiment of theinvention;

FIG. 4 is a diagram of two questions and their associated answers in apreferred embodiment of the invention.

DESCRIPTION OF PREFERRED EMBODIMENT

The present invention will now be described more fully hereinafter withreference to the accompanying drawings in which preferred embodiments ofthe invention are shown. The invention may, however, be embodied in manydifferent forms and should not be construed as limited to theembodiments set forth herein; rather, these embodiments are provided sothat this disclosure will be thorough and complete and will fully conveythe scope of the invention to those skilled in the art. The applicantincorporates by reference herein the Summary of the Invention set forthabove.

Initially referring to FIG. 1, there is depicted therein, a diagramillustrating the interrelationship of three question and answer subsets.The universe of question and answer subsets comprises qualifyingquestion and answer subsets 100, leading question and answer subsets 110and closing question and answer subsets 120. The term universe ofquestion and answer sets does not refer to all possible questions andanswer sets that are theoretically possible but to the questions andanswer sets determined by the designer.

If a participant agrees to participate, the procedure begins 50. A set100 of qualifying questions is presented with a plurality of answers foreach question. In a preferred embodiment of the invention, described indetail herein, a display such as a video display terminal, is utilized.It will be understood that the invention is not limited to the visualdisplay of question and/or answers but includes the audio communicationthereof Accordingly, while the description below is directed to visualdisplays of information, the invention is not so limited but includesthe audio communication of information to and from the participant.

Only one question at a time appears on the video display terminal alongwith the question's respective multiple choice answers, i.e., a singlequestion appears on the display with a list of multiple choice answersfrom which the participant may choose a response. (As described below aquestion may also request a reply comprising specific information.) Theparticipant chooses an answer from the list of multiple choice answersand signifies his choice. The participant signifies his choice throughthe equipment used to communicate with the computer, such as a keyboard,touch screen, mouse controlled pointer or other type of computer controlcommunication device. For example, the first question may be “Whatlanguage do you prefer?” This question may appear with a list oflanguages as alternative languages. The answer chosen by the participantdetermines the language of the remainder of the questions and answers.Any questions, the answers to which are not subject to change and whichthe designer desires to accommodate by customizing the remainder of theprocess are preferably asked first. As will be appreciated, theparticipant may signify his choice verbally and the verbal response maybe interpreted by the use of verbal recognition equipment well known tothose skilled in the art, or by another individual acting as anintermediary.

As those having ordinary skill in the art will appreciate, theparticipant may give the answers to questions by choosing the answerfrom a provided list of possible answers or by the participant enteringcertain specific information in one or more designated areas of thedisplay. For example, a participant may be asked, “What is your age?”and be provided with a list of numbers representing age and theparticipant may choose his age from the list. Alternatively, thequestion “What is your age?” may be followed by an area on the displayin which the participant may enter using a device such as a keyboard, anumber signifying his age in a conventional manner.

These initial qualifying questions, if any, are preferably followed bythe question needed to determine participant's current state in relationto the Target Answer(s), the answer(s) desired by the designer. Thisquestion may be exactly the same question as the Target Question or avariation thereof.

As may be appreciated, some participants may already agree with thedesigner's Target Answer(s) or already have competence in the conceptbeing taught, while others do not, as indicated by their answer(s).

The designer's primary purpose is to organize and design questions insuch a way that it seems to the participant as if the process desires tofind out, using qualifying questions, who the participant is and wherehe is starting in relation to the designer's goal, and to instillconfidence in the participant by referring to answers or furtherexpounding on answers the participant provided and agreed with, usingsales and teaching techniques well known to those having ordinary skillin the art.

Although, for purposes of illustration, qualifying questions are askedfirst followed by leading questions, qualifying questions may be askedwhenever thought useful (in sales, this is known as or called“re-qualifying”). Sometimes it may be of benefit to delay somequalifying questions until a later relevant point in the process.

The initially asked qualifying question(s) should be ordered to lead tothe Target Question(s) which identifies the participant's current statein relation to the designer's desired state.

Preferably, further qualifying question or questions follow, designed toelicit the reasons for the participant's current opinion or the level ofthe participant's current understanding, as appropriate, or, if theanswer given is the desired answer to the Target Question, a question(s)evaluating the strength of that opinion or further testing of theparticipant's competence regarding a subject may be presented.

Those participants whose answers indicate continued agreement orcompetence may then be asked the Target Question again (or a variationthereof) and/or be asked closing questions 120. The process ends 130 ata point that is determined based upon the participant's response(s) tovarious question(s) in the universe of question and answer subsets asdetermined by the designor.

The qualifying questions preferably end with a “Key” qualifying questiondesigned to separate various participants' responses along the mostdivergent lines applicable by offering diverging answers. For example,the question “Why?” may be followed by a choice of answers comprising aplurality of likely responses.

In a preferred embodiment, the participant may be questioned regardinghis position on an issue. For example, if the issue is the minimum wage,the target qualifying question, “Do you think the minimum wage should beraised?” may be asked with the following presented answers: “Yes,” “No,”or “I don't know.” Each of these responses may be followed by the keyqualifying question “Why?” In this example, for the participant whoinitially answered “Yes,” the answer choices for the next question(“Why?”) might include “My party recommends it,” “I have many friendswho work for minimum wage and need the money,” or “It will help the lessfortunate.” (Note that the second answer may also serve to make theparticipant realize that he does not know anyone who works for minimumwage.)

The participant that answered “No” may be given a choice of answers forwhy he does not think the minimum wage should be raised. When “No” isthe Target Answer, this also serves the purpose of reminding him ofadditional reasons to reinforce his response of “No.”

After the participant responds to the qualifying subset of questions andanswers, the participant is provided questions and answers from theleading question and answer subsets 110.

Leading questions and corresponding answers may become increasinglyspecific (whereas qualifying questions may tend to diverge). Forexample, the participant that answered, “yes” to the target qualifyingquestion may be presented with a leading question requesting theparticipant to select a reason for the participant's position from apredetermined list of reasons. One or more primary and/or secondaryissue questions may be asked concerning the participant's currentopinions, conclusions, values, goals, or any issue chosen by thedesigner. As will be explained in further detail below, theparticipant's response may aid in determining a preferred approach toreasoning with the participant.

Each participant in choosing answers to a series of leading questionsfollows a path determined by his chosen answers to the presentedquestions. (It should be understood that the term “leading question” asused herein does not necessarily mean a question which suggests aparticular answer. In the invention, a question may or may not suggestan answer. Instead, a “leading question” is one in a series of questionsor prompts leading the participant to follow a line of reasoning towardthe Target Answer(s). Depending on his prior answer(s), questions (andtheir respective answers) preferably begin to either reinforce orchallenge his beliefs and conclusions.

The participant who aligns with the designer's goal may advance quickly,even directly to the closing question and answer subset 120. Aparticipant who does not align with the designer's goal is led toexamine his logic, facts and/or strength of his conviction through thequestion(s) and answers presented to him For example, if a participantsuggests a solution to a problem which is not a step toward the desiredsolution or goal and/or which could potentially cause an ancillaryproblem or undesirable consequence(s), the participant may be asked ifhe considered a certain potential problem(s) or consequence(s) inchoosing a solution. He may then be questioned on this opinionconcerning the magnitude of the potential problem(s) and/or theprobability of the potential problem(s) occurring and/or the cost ofcorrecting the potential problem(s) or consequence(s). Multiple-choiceanswers offered to the participant may also cause the participant toconsider such answers and the potential consequence(s) of a priorchoice(s). A subsequent question(s) and its respective list of answersmay ask whether potential or an actual problem(s) caused by hispreferred solution (i.e. answer) is worse than the original problem.Thus, the participant is questioned concerning the unintendedconsequence(s) of his previous choice or answer and is helped to abandonshort-sighted positions or to build upon knowledge he already has byfollowing a line of reasoning to its logical conclusion.

The designer's objective is to get the participant to adopt thedesigner's preferred position and abandon the participant's initialposition if it is in conflict. Similarly, the sales technique of askingquestions about the prospect's needs, asking whether particular featuresof a product meet those needs, and ultimately to obtain a purchasecommitment (e.g., “Will that be cash or charge?”) can be automated bylinking questions to answers given by the prospect, in a way that isspecial to the prospect.

At a point during the participant's responses to the leading questions,when a particular chosen answer by the participant indicates that theparticipant has shifted his perception, opinion or understanding towarda particular key question or toward the Target Answer(s), theparticipant may be exposed to the closing question and answer subset120. Closing questions and answers may be displayed on the display inresponse to the answer signifying the participant's shift. The closingquestion and answer subset 120 tests whether the participant hasabandoned his original conclusion, belief or opinion or learned a newconcept, or whether the participant still has other reasons forobjecting to or disagreeing with the designer's goal. Depending on theparticipant's answer(s) to question(s) in the closing question andanswer subset, the participant may be routed to a previous key questionwhere the participant may then choose a different answer from the listof multiple choice answers, and start on a “side-trip” or alternativeseries of question(s) and answers regarding the issue or concept, asdescribed in additional detail below.

After displaying one or more key closing questions and receiving ananswer choice from the participant that is as close to the designer'sobjective as is acceptable to the designer, in a preferred embodiment,the display will present indicia thanking the participant forparticipating and may also include offers to join, purchase, becontacted, or whatever option the designer deems appropriate. Theseoffers may vary, again, depending on the prior answer(s). The procedureis then completed 130.

The invention is sufficiently flexible that the participant's responsesto the qualifying question and answer subsets 100 may fall within apredetermined response pattern indicating that the participant's opinionor position is such that the participant will be transferred to theclosing question and answer subsets 120 (bypassing the leading questionand answer subsets 110) or the process may be ended 130. For example,the participant may be directed to the closing question and answersubsets when the participant's responses to the qualifying question andanswer subsets indicates that the participant is already in agreementwith the designer's Target Answer.

Similarly, a participant's responses to the leading question and answersubsets may fall within a predetermined response pattern indicating thatthe participant's opinion or position is variable and the participantmay be redirected to the qualifying question and answer subsets 100 orthe process may be ended 130. For example, the participant may beredirected to the qualifying question and answer subsets when theparticipant's responses to the leading question and answer subsetsindicates that the participant has an inconsistent opinion, i.e., theparticipant responds to the leading question and answer subsets in amanner indicating that the participant's opinion concerning a topic orissue is changing or unsettled.

Also, the designer's sequence(s) to certain of the question and answersubsets may be such that the designer has predetermined that at acertain point the participant should be routed to the closing questionand answer subsets 120 or to the leading question and answer subsets110. For example, this may occur when the participant chooses thedesigner's preferred response to one or more “key” questions on aparticular issue(s) and the participant is routed to the closingquestions and answer subsets. Also if the participant provides an answerto one or more of the questions in the closing question and answersubsets which indicates he is not in agreement with the designer's goal,the participant may be routed back to the qualifying question and answersubsets or the leading question and answer subsets.

It will be appreciated that all references to “questions” and “answers”herein could just as well be described as “prompts” and “responses” andto the extent that questions and answers are used, the participant maybelieve he is participating in a survey. However, though it is possibleto keep the participants' answers as data, it is rather the process ofbeing led to consider data and learn new concepts through the use ofquestions and answers that is the purpose for asking specific questionsin a sequence order determined by both designer and participantinteractively.

In general, an attempt should be made to present all of the participantswith an answer to each question in the displayed multiple-choice formatwith which the participant can agree. Preferably, questions are phasedin a neutral manner. It may, however, be useful at times to displaynon-neutral questions, but offer in the list of possible answers ananswer that states that the participant believes the question ismanipulative, biased and/or not relevant. Sufficiently often to preventfrustration, the participant may be offered an answer which allows himto abandon the line of reasoning and be offered the next “key” questionor alternate line of reasoning which is not dependent on having obtainedhis agreement with or understanding of the prior “key” question, issueor concept. A determinedly disagreeable participant may get through thequestions as quickly as an agreeable one. Participants who are open toexamining an issue or concept without a preconceived opinion orposition, may take a circuitous route, answering most questionsinconsistently and/or frequently changing their minds.

In another preferred embodiment, an answer to one or more of thequestions may be to contact the designer to suggest another answer. Thisallows the designer to consider these answers for addition along withany counter-arguments (in the form of additional question and answersubsets which may be created) and helps prevent frustrating theparticipant. When such an option is chosen, the participant may also beinvited to return and choose a second answer or be asked anotherquestion returning to the leading question and answer subsets 110 (orone of the other question and answer subsets) at an appropriate point.In another preferred embodiment, the ability to “go back,” or “undo” aprevious answer(s) may be included, as at times participants may desireto reconsider an answer (e.g., when more than one is agreeable or whenthe participant simply changes his mind, etc.) Though it may appear tothe participant that he is changing his answer to a survey, the purposeof allowing a changed answer is to present a different follow-upquestion(s) to the participant.

In still another embodiment of the invention two or more answers to aquestion may elicit the same next question. This would occur when thedesigner decides that more than one answer leads logically to the samenext question, or because the real purpose of the question is to get theparticipant to consider the alternate answers or the data contained inthem. For example, if, after having determined that a participant has anunyielding opinion regarding the proper political solution to a problem,the designer wishes to demonstrate to the participant that as stronglyas he might prefer that solution, he does not have a strong enoughmajority to prevail, the alternate solutions he rejects serve to makethe point that there is little or no consensus.

The next question may ask about the likelihood of reaching consensus totest whether the point has been understood and, if it has, the nextquestion may offer a compromise solution.

There may be other instances where, regardless of which answer ischosen, the same next question may be presented. In this way, new ideasmay be suggested in the answers presented and, regardless of whichanswer is chosen, one question may be presented as the follow-up to twoor more of the multiple choice answers presented. Similarly, ideas,facts or information may be contained in the displayed answers to aquestion instead of set forth in the question. In this way, theparticipant may reject the information if he chooses (e.g., if he thinksit is biased) and choose an answer with which he agrees. A differentparticipant may choose differently. Each participant would then follow adifferent course in the structured question and answer subsets.

Generally, it is preferable to not attempt to force agreement. Theparticipant, if he feels he is being compelled or forced to accept aparticular opinion or position, may react negatively and he may perceivehis prior opinion or position strengthened. Additionally, theparticipant may cease participating thus eliminating the opportunity ofpotentially changing the participant's opinion or position.

Questions may also be implied, as when a sentence is started, and themultiple choice “answers” consist of phrases completing the sentence.Alternatively, the question may not directly set forth an answer, butthe multiple choice responses may comprise one or more comments orresponses, which do not directly answer the question.

Also, questions and answers are not limited to text. Pictures, videoclips or animation may be used. For example, a participant who hasstated that handguns should be banned for the safety of the populationmight be asked the question “Which one of these people would probablywin if they fought?” followed by a picture of a large threatening manand another picture of a little old lady. The participant may then pickone. Regardless of which one he picks, the next leading questionpresented is “Which one of these people would probably win if theyfought?” Following the question may be a picture of a little old lady,and another picture of a little old lady holding a baseball bat. Theparticipant then picks one.

Regardless of which one he picks, the next leading question, forexample, presented is: “Which of these two people would probably win ifthey fought?” Two pictures may, for example, then presented: One of alarge threatening man holding a bat, and one of a little old ladypointing a handgun, plus a third answer may be presented in text formsuch as: “Stop trying to manipulate me; I still don't believe little oldladies should have guns.” Such a sequence illustrates a question andanswer subset directed toward the designer's target goal of increasingsupport for relaxing handgun restrictions for self-defense usingpictures.

Pictures used in either questions or answers may be animated or movingpictures such as video clips, with or without audio. A “virtual” personrepresenting a sales person, teacher, counselor or guide could becreated to present each question using such a technique.

As explained above, questions and answers may be presented to theparticipant audibly through the use of technologies such as speechrecognition technologies and the like and a participant's answers may berecognized either by traditional response technologies such as akeyboard, computer, mouse, etc. or the participant verbally responds andthe response may be may be accepted and utilized in the invention bymeans of voice recognition technology known by those having ordinaryskill in the art. Likewise, an individual may act as intermediary suchthat a participant may respond to questions by telephone, where thequestions are read to him by another individual who also inputs hisresponses into a computer, calling up the next question to be read.

Referring now to FIG. 2, there is shown therein a memory media 210 onwhich is stored a master question and answer set 220. The memory media210 and the master question and answer set 220 are able to communicatewith the computer 230 by means of communications channel 240. Thecommunications channel 240 is of the type well known to those havingordinary skill in the art and may be cables, fiber optics, or any othertype of communications channel, which is capable of transmitting digitalor analog signals.

A computer 230 is operably connected to one end of a communications link250. The communications link 250 may be a type of communications channelincluding but not limited to cables, local area network, the Internet,or any other apparatus or hardware, either individually or combined,which is capable of transferring digital or analog signals. Another endof the communications link 250 is operably connected to a display device260 and an answering device 270. The display device 260 could be anytype of display including but not limited to a computer monitor, liquidcrystal display (“LCD”), touch screen monitor, plasma screen, etc. Theanswering device may be any type of hardware which is capable of takinginput from a user and converting it to digital signals to be sent to acomputer or other type of digital processor. Such answering devicesinclude but are not limited to computer keyboards, touch screens,computer mouse, cellular telephone or other type of telecommunicationsdevice and the like. Technologies such as speech recognition apparatusmay also be utilized as answering devices.

The communications link is such that information may be sent from thecomputer 230 to the display device 260 and, similarly, signals from theanswering device 270 may be sent to the computer 230.

Located within the computer or the memory media is an operating programwhich coordinates the presentation of questions and related answers onthe display device as described herein.

Any software or hardware may be used which allows questions to be storedand presented in response to responses by the user. Question and answersubsets may be stored in a database as individual records or placed, forexample, on web pages together with other data. One preferred embodimentof the invention is to use HTML and make every question an “anchor”(i.e. unique location), and each answer in its subset of answers a“hyperlink” to (bring up on the display in response to a chosen answer)the next question and its respective subset of answers thereto. Any datacollected for use in generating subsequent questions or answers can bestored in the form of “cookies” or otherwise, in a manner well known tothose having ordinary skill in the art.

It is not necessary to collect or save data given by the participant inresponse to questions, as in a survey. However, data may be collectedand used to further customize the presentation of subsequent questionsor answers by, for example, referring to the participant by name,referencing what type of pet they have in a later hypothetical question,or by the use of if/then logic in the program determining what questionsto present. Further, programming could be used to generate customquestions or answers based on the data collected.

Next, referring to FIG. 3, there is shown therein a random leadingquestion N 310. The leading question N 310 has associated with it answer1N 315; answer 2N 317, answer 3N 319, answer 4N 321, and answer 5N 323.It will be appreciated by those having ordinary skill in the art thatthe leading question N 310 may have associated with it more or less than5 possible answers in the invention. Five potential answers aredisplayed in FIG. 3 for illustrative purposes only. As described indetail herein, leading question N 310 is presented to the participantalong with answer 1N 315, answer 2N 315, answer 3N, 319, answer 4N 321and answer 5N 323. The participant then chooses which of answers 1Nthrough 5N, inclusive, that he prefers.

Each of answers 1N through 5N has associated with it a leading question.In this illustration, answer 1N has associated with it leading questionP 325. Similarly, answer 2N (317) has associated with it leadingquestion Q (327). Answers 3N, 4N and 5N (319, 321 and 323) haveassociated with them leading questions R, S and T (329, 331, and 333respectively).

Additionally, each of the leading questions P, Q, R, S and T (325, 327,329, 331, and 333) has associated with it an answer subset. In theillustration, leading question P has associated with it answer P1,answer P2, answer P3, answer P4 and answer P5 (335, 337, 339, 341 and343, respectively). In the invention, if answer 1N (315) is chosen bythe participant then the next question presented to the participant isleading question P (325) along with its answer subset P1 through P5(335, 337, 339, 341 and 343, respectively). Similarly, leading questionQ (327) has associated with it a predetermined set of answers: answer Q1(345), answer Q2 (347) answer Q3 (349), answer Q4 (351) and answer Q5(353). If the participant chooses answer 2N (317) then the next questionpresented to the participant is leading question Q (327) along with theset of answers associated with leading question Q, that is, answers Q1through Q5 (345, 347, 349, 351 and 353), respectively.

Each of the other answers 3N, 4N and 5N (319, 321 and 323) hasassociated with it leading questions R, S and T (329, 331 and 333),respectively. Each of the leading questions R, S and T has with it aparticular answer subset as described herein. The aforesaid question andanswer subsets reside in memory such as media 210. It will beappreciated that any type of memory such as a computer hard drive, readonly memory (ROM) or any other type of machine readable memory may beutilized.

Next, referring to FIG. 4, there is illustrated therein in schematicform two question and answer subsets with a plurality of answers leadingto the same subsequent question. Q_(J) is a question having associatedanswers A_(J,1), A_(J,2), through A_(J,e), (415, 420 and 425,respectively.) It is important to realize that the number of answerspresented to Q_(J) (410) need not be any specific number in theinvention. For illustrative purposes only, the number of answersassociated with the question Q_(J) is e in the illustration. A_(J,e)(425) may be the answer desired by the designer. Similarly, questionQ_(K) (430) has associated with it answers A_(K,1), A_(K,2) throughA_(K,f) (435, 440 and 445, respectively). In the illustration, questionQ_(K) (430) has associated with it f multiple choice answers. In theillustration, A_(K,f) (445) has been predetermined to be the desiredanswer.

In the illustration, A_(J,1) and A_(J,2) 415, 420 if chosen by theparticipant, indicate that there is no concurrence and the inventionprovides that the participant will be asked another leading question atstep 450. In the illustration, the next leading question based upon theanswer chosen by the participant is question Q_(L) 455, which also has apredetermined set of answers associated with it, A_(L,1), A_(L,2), . . ., A_(L,g), Similarly, if the participant chooses answer A_(K,1) orA_(K,2) to question Q_(K), such answers indicate that there is noconcurrence by participant and at step 450 the determination is made toask the participant another leading question. The next question is Q_(L)455.

If the participant chooses answer k_(J,e) to Q_(J) or answer A_(K,f) toquestion Q_(K) the answer indicates concurrence. The inventionrecognizes this and begins to present to the participant closingquestions and answer subsets at step 460.

By way of example and not by way of limitation, applicant sets forthbelow an example. The example, regarding a local government issue,demonstrates how a participant may respond to questions and the choosingof subsequent questions by use of the invention. In the example below,the answers chosen by the participant to each of the questions isindicated by underlining. For brevity, qualifying questions and answershave been omitted. However, those having ordinary skill in the art willappreciate that such qualifying question and answer subsets may beutilized.

The objective in the example is to get the participant to agree that anexisting utility tax is too high, is not fair, is not well spent, oractually hurts some people or themselves. Agreement with the “keyquestions,” are steps toward having the participant agree to vote tolower the tax, the Target Answer. (Studies indicate that a strongagreement with any one of these key questions is sufficient to getsupport.) An additional objective is to have the participant feelnegatively toward the opponents of a utility tax decrease. Another goalis to have the participant's values validated when it concurs with thedesigner's objectives. Ancillary to getting the Target Answer (a “yes”vote) is obtaining other types of support for the ballot measure.

The exemplary questions and answers follow:

1. Voters in the City are about to decide whether to set utility taxesat the average rate collected by nearby cities of similar size. Thiswill save money for users of gas, electricity, water, telephone andvideo services, because the City now has the highest rate of tax of anycity in California. What do you think?

-   -   I will probably vote “yes.”    -   I will probably vote “no.”    -   I probably won't vote.    -   I need more information.

2. Which statement is true? City Council members, City employees, theirunions and others predicting disaster if this passes:

-   -   Are telling the truth.    -   Are genuinely worried about the consequences and may be        exaggerating to influence voters, but they may also be partly        right.    -   Would say anything to make sure they can keep collecting as much        money from me as they can.

3. Suppose we vote “yes” for an average tax. The City budget will goback to 1995 levels. What's the worst that could happen?

-   -   City officials could actually cut the most basic and popular        services such as emergency response and street repair.    -   City officials could actually cut things no one will miss or        that can easily be provided voluntarily by others.    -   City officials could resign in protest.    -   In 1995 the City was a fine place to live. I'd be happy with the        budget we had then.    -   Revenues will soon creep up again.

4. When your utility rates go up, you have to pay more tax. The Citygets to spend it, even though they weren't expecting it and it wasn't inthe budget. Is this fair?

-   -   No, but it's not a big deal to me.    -   No. They should reduce the tax when prices spike up.    -   It's not about “fair.” Taxes aren't earned anyway; they're taken        for a good cause.

Note: Because fairness is a key consideration, even if the participantanswers that this tax is not fair, the issue is further explored, andall answers lead to the next question, i.e., all responses to questionnumber 4 are followed by question number 5:

5. If you needed to, how could you compensate for higher utility costs?

-   -   Vote “yes” to lower the tax.    -   Eat out more often.    -   Take my clothes to a Laundromat.    -   Change the thermostat.    -   Skip the Christmas lights.    -   Buy more energy-efficient appliances.    -   Move to almost any other city in California where the tax is        lower or non-existing.

Note: Either of the two answers underlined above produce the same nextquestion, i.e., question number 6:

6. Unless they leave the City, everyone in it will be affected byreducing the utility tax to average. Which group(s) below are you mostconcerned will be hurt by the loss of revenue for the City?

-   -   Families with children    -   Condominium/Apartment owners/renters    -   People with medical needs    -   People with low incomes    -   Seniors    -   Landowners/homeowners    -   Employees of the City

Note: Each of the above answers leads to questions based upon concreteexamples. For example, choosing the answer “Families with children” or“People with low incomes” may lead to the next question (question number7).

7. Jane Jones is a single mom with a low income. She is forced to payfor low-cost lunches for seniors, even though seniors are the wealthiestsegment of the population. Is that fair?

-   -   Life isn't fair. Taxes aren't fair, but we have to have them. I        support a City utility tax of 11%.    -   Sometimes people need help and who will do it if the government        doesn't?    -   Maybe generous donors will help those less fortunate, but there        are still other groups I worry will be hurt by cuts to city        revenue.    -   Okay. Maybe the tax is too high to be fair to everyone.

8. Who do you think is most successful at getting what they need fromCity officials?

-   -   Fire/police    -   Downtown Business Association/Chamber of Commerce members    -   Individual non-union employees    -   Major employers    -   Service clubs/organizations such as Friends of the Dog Park    -   Federal or State government    -   Average individual citizen

Note: In this example, all of the answers above lead to the nextquestion (question number 9).

9. If you had a pet project you were passionate about, and you had lotsof well-organized supporters, what would you prefer to do?

-   -   Go to the City and submit to their requirements and approval        process in order to get some of our money back for the project    -   Skip the City approval process by raising the money among my        well-organized supporters from their utility tax savings or        other sources.

10. Which of the following would you be willing to do in order to saveon your utility tax?

-   -   Vote to lower it.    -   Nothing. I don't want to save.    -   Send the kids to grandma's or call Mom collect.    -   Install a wind-turbine or get an antenna for my televisions.    -   Bathe less often    -   Wait for the City Council to lower it.

11. Suppose this tax reduction goes too far and cuts programs andservices too much. What can we do?

-   -   Raise it, again.    -   Wait for revenues to catch up.    -   Raise it, but I'm worried we can't do it fast enough.        Note: Each of the two underlined answers leads to question        number 12, which is the Target Question:

12. If the vote to set the City utility tax at the average of nearbysimilar-size cities was held today, how would you vote?

-   -   Yes.    -   No.    -   I still don't know.    -   I can't vote in the City, but if I could it would be “yes.”    -   I can't vote in City, but if I could it would be “no.”

Note: “Yes” is the Target Answer. The Target Answer leads to questionnumber 13.

13. Thank you for exploring the City Utility Tax website. Pleaseremember to vote “yes” on Apr. 13, 2004.

The remainder of the “map” is filled in with alternate routes that canbe taken when a participant does not choose the direct route (i.e., theanswer most in alignment with the designer's Target Answer(s)). The“map” is usually not two-dimensional but multi-dimensional. The mapremains invisible to the participant who experiences each question andmultiple-choice answer subset as if at a crossroads with a choice ofdirections to take, not knowing where any of them lead, or that manyanswers may take different routes to the same destination (i.e. thegoal).

The following is an example of a side-trip or exploration which leadsfrom one “key” question to the next “key” question:

1. Voters in the City are about to decide whether to set utility taxesat the average rate collected by nearby cities of similar size. Thiswill save money for users of gas, electricity, water, telephone, andvideo services because the City now has the highest rate of tax of anycity in California. What do you think?

-   -   I will probably vote “yes.”    -   I will probably vote “no.”    -   I probably won't vote.    -   I need more information.

The above underlined choice leads to the following question and answersubset:

2. Why won't you vote?

-   -   I'm not eligible to vote.    -   I'm not registered to vote.    -   I don't care what happens.    -   I don't think my vote counts.    -   I hate politics. Voting only encourages politicians.

Note: Each of the above underlined choices leads to the followingquestion and answer subset:

3. Suppose you could wave a magic wand and implement the measure to makethe utility tax in the City average. Would you?

-   -   Yes, I would make the utility tax average.    -   No, I would keep it at 11%

The following is another example of a side trip or exploration.

1. If you needed to, how could you compensate for higher utility costs?

-   -   Vote “yes” to lower the tax.    -   Eat out more often.    -   Take my clothes to a Laundromat.    -   Change the thermostat.    -   Skip the Christmas lights.    -   Buy more energy-efficient appliances.    -   Move to almost any other city in California where the tax is        lower or non-existing.

2. If you eat at a restaurant in the City, whose money pays for therestaurant's utility tax?

-   -   Mine, and that's fair    -   Mine, and that's not fair    -   My boyfriend's.

Any time a participant chooses a potential solution to a problem whichcauses a problem(s) of its own, the participant may be asked what theproblem(s) might be, and then if it is worse than the original problem,and further, how likely that his potential solution will ever beapplied. Similarly, if a participant seeks a certain benefit, he can beasked if certain features (e.g., of a product, service, membership,etc.) would help provide that benefit, and then whether those featuresremove his objection.

Another potential concern arises when questions with potentially manypreferred answers. These can keep looping back until the participantdecides to continue. The following is an example of this loopingtechnique:

1. What is your main concern?

-   -   I'm afraid if it passes, my favorite programs and services will        be hurt.    -   I just don't feel that taking money from the City (and their        employees) is very nice. They need the money.    -   I'm afraid they'll find out I (we) voted for it and be angry        with me.    -   What if they raise other taxes and fees?

2. Select a favorite program or service:

-   -   Schools    -   Independence Day Fireworks    -   Public Library    -   Emergency response (Fire/Police)    -   I'd like to go back and pick different reason for voting against        an average tax.    -   What you say here about my favorite programs and services has        not convinced me to vote “yes” to make our utility taxes        average.    -   But I keep hearing bad things will happen. Are they lying?

3. Good News! Utility taxes don't pay for schools; they have separatefunding. Better News! Reducing the utility tax to average will save Cityprivate schools, homeschoolers, teachers and employees who live in theCity money.

-   -   Okay, I might vote “yes” or just stay out of it.    -   I'd like to pick a different program or service that concerns        me.    -   No matter what you say about my favorite programs or services, I        think they may be hurt, and I'm still against making our utility        taxes average.    -   What about the claims of people who are against it? Are they        lying?    -   I'm not interested in most of these programs or services.

4. Select a favorite program or service:

-   -   Schools    -   Independence Day Fireworks    -   Public Library    -   Emergency response (Fire/Police)    -   I'd like to go back and pick different reason for voting against        an average tax.    -   What you say here about my favorite programs and services has        not convinced me to vote “yes” to make our utility taxes        average.

5. Good News! The public library is run by Los Angeles County from anentirely different budget. By reducing the utility tax to average,library patrons will save money, too.

-   -   Okay. I might vote “yes” or just stay out of it.    -   I'd like to pick a different program or service that concerns        me.    -   No matter what you say about my favorite programs or services, I        think they may be hurt, and I′m still against making our utility        taxes average.    -   What about the people who are against it. Are they lying?    -   I'm not interested in most of these programs or services.

6. Select a favorite program or service:

-   -   Schools    -   Independence Day Fireworks    -   Public Library    -   Emergency response (Fire/Police    -   I'd like to go back and pick different reason for voting against        an average tax.    -   What you say here about my favorite programs and services has        not convinced me to vote “yes” to make our utility taxes        average.    -   But I keep hearing bad things will happen. Are they lying?

7. What is your main concern?

-   -   I'm afraid if it passes, my favorite programs and services will        be hurt.    -   I just don't feel that taking money from the City (and their        employees) is very nice. They need the money.    -   I'm afraid they'll find out I (we) voted for it and be angry        with me.    -   What if they raise other taxes and fees?

8. A “yes” vote on this measure will not take one single penny from theCity. Instead, it reduces the amount of money the City takes every monthfrom you.

-   -   You know what I mean: they're counting on being able to get that        money from us to pay for programs and services.    -   I'm a City employee or contractor. I need the money.    -   I know a City employee or contractor. They need the money.    -   It's my duty.

Note: Each of the above-indicated underlined choices leads to the samequestion (in this example the following question):

9. Why would the City Council place the employee's or contractor's jobin jeopardy?

-   -   Their work is not necessary.    -   They aren't worth what they're paid    -   They do a great job and their services are necessary, but if the        City loses tax revenue, they'll be cut, anyway.

All of the choices above, lead to the following question:

10. Which statement is true? City Council members, City employees, theirunions and others predicting disaster if this passes:

-   -   Are telling the truth.    -   Are genuinely worried about the consequences and may be        exaggerating to influence voters, but they may also be partly        right    -   Would say anything to make sure they can keep collecting as much        money from me as they can.        Examples of Closing Questions

At any point during the preceding examples that the designer haspredetermined that a particular answer indicates that the participanthas shifted his opinion or understanding toward a particular “key”question or toward the Target Answer(s), closing questions may be asked.The closing questions test whether the participant has abandoned hisoriginal opinion or understanding (or learned a new concept), or whetherthe participant still has other reasons for resisting the TargetAnswer(s). Depending on his answers, the “map” may send him back to aprevious “key” question where the participant may choose a differentanswer from his previous answer, or start him on a “side-trip” or seriesof questions regarding the issue or concept.

The ultimate sequence of the closing questions in a preferred embodimentincludes a “Thank you” message and may be followed by offers to join,purchase, be contacted, or sent a certificate, or whatever the designerdeems appropriate. Note that these offers may vary, again, depending onthe prior answer(s). Set forth below is an example of closing questions.

1. Will you vote “yes” on Measure U?

-   -   Yes    -   No    -   I don't know    -   I can't vote

2. Thank you for exploring the City Utility Tax website. Please rememberto vote “yes” on Apr. 13, 2004. Would you be willing to:

-   -   Donate funds toward a mailing encouraging a “Yes” vote?    -   Donate funds toward printing signs supporting the tax reduction?    -   Put a sign in your front yard?    -   None of the above, but I will vote “Yes.”

The participant may then be presented with the appropriate contactinformation on the display in response to his answer to question number2.

In an alternative embodiment, one answer for a plurality of thequestions may be to contact the designer and suggest an answer otherthan the multiple choice answers provided. This allows the designer toconsider these answers for addition along with any counter-arguments (inthe form of questions and answers) and helps prevent frustrating theparticipant. When such an option is chosen, the participant may beinvited, also, to return and choose another answer or be asked anotherquestion returning to the “map” at another appropriate point.

The ability to “go back” is utilized in another preferred embodiment.This allows the participant to reconsider an answer. It is also possiblethat more than one answer may be agreeable and a different follow-upquestion may be presented to the participant.

As discussed and illustrated above, it is also possible that all answers(or less than all answers) to a question may elicit the same nextquestion since sometimes the point the designer wishes to make is taughtby the juxtaposition of the answers. Often, regardless of the answerchosen, the next question may be relevant. Also, ideas, facts andinformation may be contained in the answers presented instead of tryingto put the information into the question. A participant may reject theinformation if he desires (e.g., if he thinks it is biased). Agreementshould not be forced upon the participant.

Questions may also be implied, as when a sentence is started, and the“answers” consists of choosing one of the presented alternatives tofinish it. Also, answers may be responses to the question which do notanswer the question (e.g., a comment or question).

Software or hardware may be used which allows questions to be stored andpresented in response to input by the participant. Question and answersubsets may be stored in a database as individual records or placed onweb pages together with other subsets. Question or answers may also begenerated by software combining generic questions or answers with dataprovided earlier by the participant, or by using the data provided todetermine how questions or answers are selected. One preferredembodiment to implement the invention on the Internet (or a computernetwork) is to use Hyper Text Markup Language code (“HTML”) and makeevery question an “anchor” (unique location) and every answer a“hyperlink” to (bringing up on the screen) the next question and answersubset.

While the invention has been described by way of example and in terms ofthe preferred embodiments, it is to be understood that the invention isnot limited to the disclosed embodiments. To the contrary, it isintended to cover various modifications and similar arrangements (aswould be apparent to those skilled in the art). Therefore, the scope ofthe appended claims should be accorded the broadest interpretation so asto encompass all such modifications and similar arrangements.

The invention claimed is:
 1. A computer implemented method forpersuading participants to accept and/or understand a concept, positionor idea, the method comprising the steps of: creating a logic mapcomprising question-and-answer sets, and including defining a targetanswer, secondary answers, rational lines of reasoning corresponding todefined characteristics for leading participants to choose the targetanswer or one of the secondary answers, and based on the definedcharacteristics, defining multiple-choice interlinkedquestion-and-answer sets corresponding to the lines of reasoning, suchthat an answer to a question-and-answers set links to a next question ofa question-and-answers set, and including defining qualifyingquestion-and-answer sets and configured to determine concurrence andnon-concurrence with the concept, defining leading question-and-answersets linked to the qualifying question-and-answers sets and configuredto lead the prospective participants to concurrence with the concept,and defining closing question-and-answer sets linked to the qualifyingquestion-and-answers sets and the leading question-and-answers sets andat an end of the lines of reasoning and including the target answer;generating by a server computer a first question-and-answer set from thelogic map, wherein a client computer accesses a first generatedquestion-and-answer set from the server computer; receiving by theserver computer an answer selected by a participant from the firstgenerated question-and-answer set via the client computer; generating bythe server computer a second question-and-answer set associated in thelogic map with the selected answer to the first generatedquestion-and-answer set; and repeating the steps of generating by theserver computer question-and-answer sets, receiving selections toanswers from the generated question-and-answer sets, and generating bythe server computer question-and-answer sets associated with theselected answers to the generated question-and-answer sets, until theparticipant has reached a closing question-and-answer set correspondingto the end of a line of reasoning.
 2. The method of claim 1, wherein thequestion-and-answer sets include question-and-answer sets seeking theparticipant's further agreement in order to reinforce the agreementindicated by participant's choice of a desired answer to a question. 3.The method of claim 1, wherein the question-and-answer sets includequestion-and-answer sets seeking to logically challenge theparticipant's answer to a question when participant's answer indicatesthey hold a position that is contrary to the desired position.
 4. Themethod of claim 1, wherein the question-and-answer sets includequestion-and-answer sets including additional information in thequestion or in the answers designed to inform the participant'sunderstanding of the line of argument and favorably influenceparticipant's answers to a question or questions.
 5. The method of claim1, wherein of the question-and-answer sets includes one of a narrative,a picture, an avatar, and an audio or video presentation.
 6. The methodof claim 1, wherein the question-and-answer sets are read to theparticipant by an intermediary, and participant's answer choices areinput into the system by the intermediary.
 7. A computer implementedsystem for persuading participants to accept and/or understand aconcept, position or idea, the system comprising: a server computer; anda logic map accessed by the server computer, wherein the logic map iscreated comprising question-and-answer sets, and including defining atarget answer, secondary answers, rational lines of reasoningcorresponding to defined characteristics for leading participants tochoose the target answer or one of the secondary answers, and based onthe defined characteristics, defining multiple-choice interlinkedquestion-and-answer sets corresponding to the lines of reasoning, suchthat an answer to a question-and-answers set links to a next question ofa question-and-answers set, and including defining qualifyingquestion-and-answer sets and configured to determine concurrence andnon-concurrence with the concept, defining leading question-and-answersets linked to the qualifying question-and-answers sets and configuredto lead the prospective participants to concurrence with the concept,and defining closing question-and-answer sets linked to the qualifyingquestion-and-answers sets and the leading question-and-answers sets andat an end of the lines of reasoning and including the target answer,wherein a client computer accesses a first generated question-and-answerset from the server computer, the server computer receives an answerselected by a participant from the first generated question-and-answerset via the client computer, the server computer generates a secondquestion-and-answer set associated in the logic map with the selectedanswer to the first generated question-and-answer set, and the steps ofgenerating by the server question-and-answer sets, receiving selectionsto answers from the generated question-and-answer sets, and generatingby the server question-and-answer sets associated with the selectedanswers to the generated question-and-answer sets are repeated, untilthe participant has reached a closing question-and-answer setcorresponding to the end of a line of reasoning.
 8. The system of claim7, wherein the question-and-answer sets include question-and-answer setsseeking the participant's further agreement in order to reinforce theagreement indicated by participant's choice of a desired answer to aquestion.
 9. The system of claim 7, wherein the question-and-answer setsinclude question-and-answer sets seeking to logically challenge theparticipant's answer to a question when participant's answer indicatesthey hold a position that is contrary to the desired position.
 10. Thesystem of claim 7, wherein the question-and-answer sets includequestion-and-answer sets including additional information in thequestion or in the answers designed to inform the participant'sunderstanding of the line of argument and favorably influenceparticipant's answers to a question or questions.
 11. The system ofclaim 7, wherein of the question-and-answer sets includes one of anarrative, a picture, an avatar, and an audio or video presentation. 12.The system of claim 7, wherein the question-and-answer sets are read tothe participant by an intermediary, and participant's answer choices areinput into the system by the intermediary.
 13. A computer programproduct for persuading participants to accept and/or understand aconcept, position or idea, and including computer readable instructionsembedded on a tangible, non-transitory computer readable medium andconfigured to cause computer processors to perform the step of: creatinga logic map comprising question-and-answer sets, and including defininga target answer, secondary answers, rational lines of reasoningcorresponding to defined characteristics for leading participants tochoose the target answer or one of the secondary answers, and based onthe defined characteristics, defining multiple-choice interlinkedquestion-and-answer sets corresponding to the lines of reasoning, suchthat an answer to a question-and-answers set links to a next question ofa question-and-answers set, and including defining qualifyingquestion-and-answer sets and configured to determine concurrence andnon-concurrence with the concept, defining leading question-and-answersets linked to the qualifying question-and-answers sets and configuredto lead the prospective participants to concurrence with the concept,and defining closing question-and-answer sets linked to the qualifyingquestion-and-answers sets and the leading question-and-answers sets andat an end of the lines of reasoning and including the target answer;generating by a server computer a first question-and-answer set from thelogic map, wherein a client computer accesses a first generatedquestion-and-answer set from the server computer; receiving by theserver computer an answer selected by a participant from the firstgenerated question-and-answer set via the client computer; generating bythe server computer a second question-and-answer set associated in thelogic map with the selected answer to the first generatedquestion-and-answer set; and repeating the steps of generating by theserver computer question-and-answer sets, receiving selections toanswers from the generated question-and-answer sets, and generating bythe server computer question-and-answer sets associated with theselected answers to the generated question-and-answer sets, until theparticipant has reached a closing question-and-answer set correspondingto the end of a line of reasoning.
 14. The computer program product ofclaim 13, wherein the question-and-answer sets includequestion-and-answer sets seeking the participant's further agreement inorder to reinforce the agreement indicated by participant's choice of adesired answer to a question.
 15. The computer program product of claim13, wherein the question-and-answer sets include question-and-answersets seeking to logically challenge the participant's answer to aquestion when participant's answer indicates they hold a position thatis contrary to the desired position.
 16. The computer program product ofclaim 13, wherein the question-and-answer sets includequestion-and-answer sets including additional information in thequestion or in the answers designed to inform the participant'sunderstanding of the line of argument and favorably influenceparticipant's answers to a question or questions.
 17. The computerprogram product of claim 13, wherein of the question-and-answer setsincludes one of a narrative, a picture, an avatar, and an audio or videopresentation.
 18. The computer program product of claim 13, wherein thequestion-and-answer sets are read to the participant by an intermediary,and participant's answer choices are input into the system by theintermediary.